C. Mitchell Dayton is a Professor and Chair in the EDMS Department at the University of Maryland.  For more than 20 years, he has pursued a research interest in latent class analysis and in 1999 he published a Sage book dealing with latent class scaling models.  Recently, he has focused on model comparison procedures with a special interest in approaches based on information theory and Bayes factors. His research has appeared in journals such as The Journal of The American Statistical Association, Psychometrika, American Statistician, Multivariate Behavioral Research, Applied Psychological Measurement, Journal of Educational and Behavioral Statistics, British Journal of Mathematical and Statistical Psychology, Psychological Methods, and Journal of Educational Measurement.

Gregory R. Hancock is a Professor in the Department of Measurement, Statistics and Evaluation (EDMS) at the University of Maryland, College Park, and the Director of the Center for Integrated Latent Variable Research (CILVR). His research has appeared in such journals as Psychometrika, Multivariate Behavioral Research, Structural Equation Modeling: A Multidisciplinary Journal, Psychological Bulletin, Journal of Educational and Behavioral Statistics, and Educational and Psychological Measurement. He is the past chair of the structural equation modeling special interest group (SIG/SEM) of the American Educational Research Association. He also serves on the editorial boards of several methodological and applied journals, including Structural Equation Modeling: A Multidisciplinary Journal and Child Development. Dr. Hancock holds a Ph.D. from the University of Washington in Seattle.

Jeffrey Harring is an Assistant Professor in the Department of Measurement, Statistics and Evaluation at College Park. He has his Ph.D. from the Quantitative Methods in Education program at University of Minnesota. His research has been primarily concerned with statistical modeling of multivariate longitudinal/repeated measures data. Recent work has been on Nonlinear Mixed Effects Mixture (NLMM) models, which cluster individuals based on characteristics of their growth trajectories and hence represent the confluence of nonlinear mixed effects models and finite mixture models. These methods extend current linear mixture model methodology to include intrinsically nonlinear functions, and also may be extended to latent classes.

Amy Hendrickson is an adjunct Assistant Professor in the Department of Measurement, Statistics and Evaluation at College Park. She received her M.S. in Educational Psychology from Iowa State University in 1997 and her Ph.D. in Educational Measurement and Statistics in 2002 from the University of Iowa. Her research interests include test equating and scaling, polytomous item response theory, and computerized adaptive testing.

George Macready, Professor, has primary interests in measurement theory and research design. He has published research in Applied Psychological Measurement, Journal of Educational Statistics, Psychometrika, The Journal of The American Statistical Association, British Journal of Mathematical and Statistical Psychology, Journal of Educational Measurement, Educational and Psychological Measurement, Psychological Bulletin, and Journal of Educational Psychology. His current interests are in latent class modeling, assessment of model fit, and adaptive testing.

Robert J. Mislevy joined the EDMS department as Professor in 2001, after 16 years at Educational Testing Service where he was a Distinguished Research Scientist in the Division of Statistics and Psychometrics Research.  His research interests center on applying recent developments in statistical methodology and cognitive research to practical problems in educational and psychological measurement.  Dr. Mislevy has received numerous awards including the Raymond B. Cattell Early Career Award for Programmatic Research, the National Council of Measurement in Education’s Triennial Award and the National Council of Measurement's Award for Career Contributions to Educational Measurement.   He has been president of the Psychometric Society and was nominated as a Fellow of the American Psychological Association. He has served as a member on two committees of the National Academy of Sciences concerning assessment instruction and cognitive psychology, and was a primary author of final report of the National Assessment Governing Board's Design Feasibility Team.